Research On National Sovereignty Security Education In History Teaching In Senior High School

With the development and changes of the international situation,national sovereignty and security have increasingly become the focus of political competition among countries,and national sovereignty and security education is urgent.With the proposal of the "Guidelines for National Security Education in Primary and Secondary Schools",national sovereignty security education has gradually entered school teaching.As a humanities and social discipline,history is rich in content and has the characteristics of being a mirror of governance,making it easier to carry out targeted education on national sovereignty and security.Therefore,conducting national sovereignty and security education in high school history teaching reflects the common needs of social development and education.This article explores the connotation of national sovereignty and security education,clarifies relevant concepts,and analyzes the necessity of implementation based on reality.The implementation of national sovereignty and security education in high school history teaching reflects the practical requirements of maintaining national sovereignty and security,the educational requirements of implementing history curriculum reform,the physical and mental requirements of promoting students’ self-development,and the spiritual requirements of inspiring students’patriotism.Through the current investigation,the author found that there are some problems in students’ learning of national sovereignty and security education,as well as in teachers’ teaching of national sovereignty and security education.On the student side,they have a certain understanding of national sovereignty and the importance of national sovereignty security,but their knowledge of the specific connotation and scope of rights of national sovereignty is unclear,and their conceptual understanding is relatively shallow;The inability to connect the knowledge learned with actual life leads to a deviation between the learning of national sovereignty and security knowledge and the understanding of current affairs and politics;Insufficient attention to the country and lack of necessary national emotional identification;In terms of teachers,the focus of education has shifted and students’ emotional development has not been emphasized.The teaching methods and content are single and cannot arouse students’ interest in learning.Analyzing the causes of the survey results,these issues are related to factors such as teachers’ professional competence in the subject,the way classroom atmosphere is created,students’ historical emotional experiences,and the tendency of the subject evaluation system.In response to the above issues,the author proposes a teaching strategy for history teachers to conduct national sovereignty and security education in high school history teaching.Firstly,clarify the basic principles that should be followed in the implementation of national sovereignty and security education,namely the principle of subjectivity,the principle of development,and the principle of integrating theory with practice.Secondly,the following measures can be taken:firstly,tap into the resources in the textbook to help students form preliminary concepts,combine real-time hotspots,deepen concept understanding,and form complete cognition;Secondly,using various teaching methods to help students understand the importance of sovereignty and security,comprehend patriotic spirit from history,and consciously establish a sense of national sovereignty and security;Thirdly,we should attach importance to educational practice,seize the educational opportunities at major time points,carry out themed activities for teaching,and broaden the channels for national sovereignty and security education.